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^ **.#" 




ETON COLLEGE, 

W I NDSOR. 

Dear Mr Gregg, 

I hear from Deighton, Bell & Co. that Whitworth's 
"Choice and Chance" is out of print and not likely to he re^"~ 
printed. This is very bad news . I think your best plan no?/ 
is to- fall back on the Chapter in Hall and Knight. 

I have been having another look at Woodward's "Probability 
and Theory of Errors". It is quite useless as a book for be- 
ginners, though it may be of value to any of your boys who 
are capable of reaching more advanced work. 

I am sending you my own copy of Whitworth's "Choice and 
Chance", which I hope you will send back in a few months. 
I am sending also a Mathematical Gazette (NO. 171, July 1924) 
with a thing of my own in^it, which will be quite useless for 
teaching purposes but may serve to dig a few ideas out of. If 
it is of permanent interest to you, please keep it; but if not, 
when the time comes to put it into the waste-paper-basket, 
please use me as the waste-paper-basket for it, because I want 
it as ammunition against the superiority of my children when 
they grow up and begin to think the old man a complete dud. 



Yours sincerely, 



kJ 



"U - 



£YU£ 






ETON COLLEGE, 

WINDSOR. 



r Mr Greg 



I am completely unofficial; but as I am known to be 
interested in Probability the Secretary of the Mathematical Assoc- 
iation and the Secretary of the Boys' Schools Committee have sent 
on to me your letter of August 23rd about books on the subject. 

I am 'very glad to hear that you are going to teach it, because I 
believe very firmly in it as a cure for what you call "a lack of 
critical ability, a credulity and failure to distinguish the prob- 

Le from the improbable". 

now of no -0^p%^4%t satisfactory modern book on Probability. 
The best I have come across i ncient one, 17. A. Whit worth ' s 
"CHOICE AND CHANCE", published by Deighton, Eell & Co., Cambria 
1886. Bits of this are stodgy, after the fashion of 4^ years 
but the majority of it is readable, it begins at the beginning, 
.and a wise selection from it would make a good elementary course. 
The second best book I know, though far from satisfactory, is 

ad's "PROBABILITY AND THEORY OF ERRORS", John Wiley & 
Sons, -New York, (represented in London by Chapman and Hall): cost, 
one dollar- The worst, which mi si'ly^mis taken for a very 
good one from its prospectus and table of contents, is **Marsh 
Hopkins's "CHAM : ERROR, THE THEORY CF# EVOLUTION", Ke 
: .1, London, 1923. 

Knight's "HIGHER \LGEBRA" I illan, London, 1887, 
contains )ter on Probability which is not at all bad to start 
on. I think it costs 6/->. Durell and Wright's "ELEMENTARY 
G.Bell & Sons, London, 1921, gives a dash of Probability, whic 
good as far as it goes, but too thin to it worth while to 
the book for that alone • H-/&>> 

I don't know the price of "CHOICE AND CHANCE"; but I am writing 
ublishers to ask them to send you a notice of it, or a 
specimen copy if they will. 

I shall be interested to h ,1 ■ lat success you have. 
Your s sincere 1 y , 











J 



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lit. It is easier to walk straight across an untrodden field 
in it is to do the same across a field worn with many crooked 
ths. A study of the fundamentals of logic does not necessarily 
ply stilted phraseology, abstract theorizations, nor the 
dieval clap-trap of the word-juggler. It may be taught (best, 
■haps) with the aid of material taken from the Sunday paper, 
a basis for critical discussion. 
That the child's mind is inherently more logical than the, 
ad of the adult is a fact observable and provable by any one. 
at we allow it to remain a fact is the most terrifying indictment 
our educational system." 




frustrums. spheres, cube root, and 
stem, are no more to j 
a the children. 
h and experiments in the 
arithmetic which hare 
ed in the new interpretation will 
une for some time to come. The 
com; not ready to oft. 

n arithmetic hut 
quotes from the Fourth Year Rook 
of tl tment of Superintend- 



f the National Education 



itement with which it 
- follows 
"Young children are interested in 
numbers just as they are interested 
in language. They get number con- 
s through their everyday expe- 
riences. The number work of these 
grades has for its major purpose that 
developing number concepts 
through broadening and enriching of 
children. Measur- 
-hing. counting, buying, and 
in general with objects 
and money, are the ways by which 
the number ideas are developed and 
made clear and definite. The -work 
of these grades should make clear 
those th'ngs which children do nor-r 
mally with regard t o_Au rabcr>." 



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*" 'SUMS wiS ^~~~ 
ATORPOSElg 

A Study of Motivation in -'"' 

II Anthmetic: R esu i ts of J 

Inquiry i n U. S. A. ' 

NEW METHOD OF 

TRAINING CHILDREN 




Yl 



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ALLAHABAD To" PRESENT 
ADDRESS TO VICEROY 






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